共在与建构:参与式教学的哲学溯源、理论反思与实践探索  

Co-existence and Construction:Philosophical Base, Theoretical Reflection and Practice of Participatory Teaching Method

作　　者：安超[1] 

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《北京教育学院学报》2015年第5期54-61,共8页Journal of Beijing Institute of Education

基　　金：北京市教育科学研究规划重点课题"中国社会-文化视域下的教师实践性知识研究"(AIA11155)

摘　　要：作为一种实践活动,参与式教学诉诸主体价值取向和实践价值取向,其哲学要义是"共在"与"建构"。根据课堂教学类型和学习机制的不同,参与式教学可以分为有意义的授受式参与教学、发现式参与教学和超越式参与教学。教师和学生有默观式参与、引导式参与、反思式参与等参与类型。默观式参与体现了东方文化里"静观"、"无言"、"留白"的学习智慧,是一种无声的参与和倾听式的学习;引导式参与和反思式参与植根于西方文化的科学实证精神和批评性思考态度。这三种参与类型分别建构出了接力的、反思的或超越的课堂文化。This paper proposes three types of participatory teaching (meaningful passing-type partici-patory teaching, discovering participatory teaching, and transformative teaching) according to Charles E Silberman's classroom teaching mode theory and Jack Mezirow's transformative learning theory. The pa-per also compares psychological mechanism, thinking processes, teacher-student relationships, teaching results and cultural atmosphere of the three different participatory teaching types and explains how to con-duct them in practice through case analysis.

关 键 词：参与式教学 授受式参与教学 发现式参与教学 超越式参与教学 

分 类 号：G424.1[文化科学—课程与教学论]